This study explores how university-based business incubators shape entrepreneurial intentions among students in North Africa, drawing on the Theory of Planned Behavior (TPB) as a guiding framework. It investigates the extent to which incubator support enhances students’ attitudes toward entrepreneurship, perceived social norms, and perceived behavioral control. Based on a structured questionnaire administered to 198 students from Algeria, Tunisia, and Libya, the analysis applies multiple regression techniques to examine the relationships between incubator inputs and entrepreneurial outcomes.Unlike earlier studies that focused on isolated national settings, this research offers a cross-national comparative lens, highlighting the shared and divergent dynamics of academic entrepreneurship across turbulent economic environments. The findings reveal that incubators not only provide tangible resources but also reinforce students’ psychological readiness and confidence in navigating entrepreneurial pathways.These insights contribute to ongoing debates about inclusive innovation and higher education’s role in economic resilience, while offering practical implications for policymakers and universities—particularly in regions where economic fragility and youth marginalization demand inclusive, context-aware entrepreneurial strategies. This study contributes to the literature by offering an empirically grounded, regionally nuanced understanding of how academic incubators influence inclusive entrepreneurship in fragile economies.
Meriem Khezzar (Thu,) studied this question.